Hoe goed denk je dat je bent? Een meta-analyse over zelfbeoordelingen van vreemde- en tweedetaalleerders.

Abstract

Introduction/ Self-assessment (SA) in foreign and second language learning aides learning development and offers multiple advantages over regular performative tests. The main research question in the current study is as follows: To what extent is SA in foreign and second language accquisition a valid instrument to measure actual language skills? Mulitple studies have been conducted in this field. However, the vastness of the literature warrants a systematical approach. Method/ In this meta-analysis 25 studies (n = 2138) have been included following an extensive database search in ERIC, LLBA and Google Scholar. SA quality was assesed independently to account for interobserver bias. SA scores were compared to linguistic performative test results to evaluate construct validity. The primary outcome measure was effect size (r). Results/ The main effect size was 0.52. Analysis of standard deviations and effect sizes yielded no visual indication of publication bias. Homogeneity analysis demonstrated heterogeneity in the included studies. Implementing ‘can do’ statements significantly increased SA validity. Conclusion/ The findings indicate limited usefulness of SA as a summative test. However, SA might be implemented to augment learning responsibility and hence learning accquistion.